LEARNING ENGLISH DURING THE PANDEMIC IN MI SUNAN AMPEL USED BLENDED LEARNING METHOD
DOI:
https://doi.org/10.46773/ibtidaiyah.v2i1.164Abstract
Learning from home (LFH) policy during COVID-19 pandemic effected to the new problems for students in elementary level. The policy has changed many aspects in the learning process. Between teachers and students were no longer face-to-face in the classroom, teaching and learning process starting to be integrated with online activities. This study aimed to describe learning English during the pandemic in MI Sunan Ampel Tongas used blended learning method. The study used a qualitative case study method. The research instruments were teachers and students of five grade in MI Sunan Ampel who already applied blended learning method in learning process during the pandemic. The results told that good collaboration between teachers, students, and parents can overcome any difficulties in adapting the blended learning method during a pandemic. The implementation of blended learning method in learning English force teachers to be more creative and innovative in providing English learning platform in the form of video, games or power point. Students’ activeness and family support also give a good impact during online learning activities.
References
Allen, E., Seaman, J. Garret, R. (2007). Blending In The Extent and Promise of Blended Education in the United States. Needham, Massachusetts: Sloan Consortium.
Bonk, C. J., & Graham, C. R. (Eds.). (2006). Handbook of blended learning: global perspectives, local designs. San Francisco: Pfeiffer Publishing.
Carman, J. M. (2005). Blended learning design: Five key ingredients. Retrieved from http://blended2010.pbworks.com/w/page/2113041/FrontPage
Graha, C. R. (2006). Blended learning System: Definition, Current Trends, and Future Directions. In Bonk, C. J., & Graham, C. R. (Eds.). 2005. Handbook of blended learning: global perspectives, local designs. San Francisco: Pfeiffer Publishing.
Harriman, G. (2004). What is Blended Learning? E-Learning Resources. http://www.grayharriman.com/blended_learning.htm, diakses tanggal 8 November 2020.
Hewi, L., & Asnawati, L. (2021). Strategi Pendidik Anak Usia Dini Era Covid-19 dalam Menumbuhkan Kemampuan Berfikir Logis Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 158—167. https://doi.org/10.31004/obsesi.v5i1.530
Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 212-228.
Osguthorpe, R. T. & Graham, C.R. 2003. Blended Learning Environments: Definitions and Directions. Quarterly Review of Distance Education, 4(3). Panambaian,
Tubagus. (2020). Penerapan Program Pengajaran dengan Model Blended Learning pada Sekolah Dasar di Kota Rantau. Jurnal Analytica Islamica, 2(1) January 10, 2021 10, 2021 June.
Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Suhartono. (2016). Menggagas Pendekatan Blended Learning di Sekolah Dasar. Prosiding Temu Ilmiah Nasional Guru (TING) VIII, Universitas Terbuka, Jakarta Convention Center.
Suwendra, I. W. (2018). Metodologi Penelitian Kualitatif dalam Ilmu Sosial, Pendidikan Kebudayaan, dan Keagamaan. (I. B. A. L. Manuaba, Ed.). Bandung: Nilacakra Publishing House.
Qadafi, M. (2019). Kolaborasi Guru dan Orang Tua dalam Mengembangkan Aspek Moral Agaram Anak Usia Dini. Awlady: Jurnal Pendidikan Anak, 5(1), 1—19.
Yingwen, S., & Jian, W. (2016). A Study of Appreciation Resources in Teacher Feedback in The Chinese College EFL Context. Proceeding of CLaSIC, 443-459.
